Art Education and Art-Based Methods in Polish Schools in the Context of Integrating Children with Migration Experience. Presentation of the Expected Outcomes and Preliminary Results of Research conducted within the ALPHABETICA project

The article presents findings from a project and research-based study that investigates the role of art-based educational methods in shaping and developing language and intercultural competences among students, particularly children with migration experience. Grounded in qualitative inquiry and interdisciplinary frameworks combining applied linguistics, pedagogy, and art education, the research explores how theatre, music, dance, visual arts, film, and digital storytelling can function as innovative pedagogical tools in multilingual and multicultural school environments. The results demonstrate that artistic practices stimulate cognitive, emotional, and sensory engagement, leading to enhanced vocabulary retention, communicative fluency, and language confidence while reducing language anxiety but are not practised sufficiently in the educational realm. The study concludes that integrating art into language education not only enriches linguistic development but also contributes to the broader goals of intercultural education and social inclusion. It calls for further empirical research on innovative, art-driven edu cational models that strengthen both language and intercultural competences in contemporary classrooms.